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“The use of stories as a pedagogical strategy to improve reading comprehension”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de los Idiamas Nacionales y Extranjeros, 2026-11-12) Guato Pila, Mónica Lisbeth; Morocho Chipugsi, Laydi Anabel; Andrade Morán, José Ignacio
This study assessed the level of reading comprehension using the local legends of Pujilí as reading material adapted to the Cambridge A2 Flyers format. In order to improve the reading comprehension of students learning English as a Foreign Language (EFL), A2 level activities were designed. The intervention preserved cultural content and was based on task-based learning (TBL), incorporating reading strategies such as skimming and scanning. A single-group, pre-experimental quantitative design with pre- and post-intervention testing was applied to 22 fourth-semester students of the Pedagogy of National and Foreign Languages career of the Technical University of Cotopaxi, Pujilí Extension. The students worked with short narrative texts, specifically traditional legends of Pujilí, which were elaborated by students and university professors, adapted to the A2 level and organized into pre-reading, reading, and post-reading tasks. The results showed a clear increase in reading comprehension performance, with an average score of 5.62 in the pre-test to 9.69 in the post-test. The t-test for matched samples confirmed a statistically superior performance in the post-test, t(21) = 8.465, p < 0.001, supported by the Wilcoxon sign range test p < 0.001. The results demonstrate how the use of legends and strategic activities allowed students to obtain specific information and solve reading tests more effectively and clearly
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“The use of flashcards in english vocabulary learning for young learners ”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de los Idiomas Nacionales y Extrangeras, 2026-11-12) Padilla Suntaxi, Katherine Johana; Tipán Ayala, Juan Tomás; González Ortiz, Olga Lorena
Flashcards are among the most widely used pedagogical tools in the teaching and learning process due to their ability to facilitate the acquisition, practice, and retention of vocabulary. This didactic material has proven to be especially useful for learning, as it allows students to learn in a more dynamic and active way through this resource, strengthening the retention of new words and their application in different contexts. Vocabulary learning is essential in the teaching of English as a foreign language, although some students have difficulties in retaining and using new words due to a lack of motivating visual strategies. The objective of this work is to strengthen the use of flashcards to improve the acquisition and retention of vocabulary in English. A quantitative approach with a descriptive, pre-experimental design methodology was used, with a sample of 13 students which were assessed using pre-tests and post-tests, for data collection, a checklist with a Likert scale was applied in two observation times (pre-test and post-test). The results showed a significant improvement between the initial and final assessments, as well as increased interest, concentration, and participation. It is concluded that educational worksheets are an effective strategy that promotes motivation and learning, contributing to language development
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“Uso del simulador PhET “Explorador de Igualdades” en la percepción del aprendizaje de ecuaciones de primer grado”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales Lengua y Literatura, 2026-11-12) Toapanta Quishpe, Antoni Estiven; Cachuput Gusñay, Jorge
Learning first-degree equations represents an important entry point into algebraic thinking. In the classroom, difficulty arises when students remember procedures but do not understand that equality is preserved because both sides retain the same value. This article analyzes the changes recorded after the planned use of the PhET “Equality Explorer” simulator among tenth-grade students at “Gabriela Mistral” Educational Unit. The study followed a quantitative approach with a one-group pre-experimental design and pretest-posttest measurements. The sample consisted of 35 students selected through non-probabilistic convenience sampling. Guided activities focused on identifying the unknown, interpreting the equal sign as a balance relationship, and applying equivalent operations on both sides of an equation. The total scale mean increased from 10/50 in the pretest to 45.34/50 in the posttest; the dimensions of interactive representation of equality and perceived learning reached final means of 22.49/25 and 22.86/25. The posttest scale showed acceptable internal consistency (α= .831), and the Wilcoxon signed-rank test showed significant differences (p < .001). Because the instrument was self-reported, the pretest displayed a floor effect, and no control group was included, the findings are interpreted as perception changes associated with the intervention rather than causal evidence or a direct measure of achievement
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La gamificación como estrategia didáctica para fortalecer la resolución de ecuaciones de primer grado
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales Lengua y Literatura, 2026-11-12) Cisneros Yugcha, Evelin Jissenia; Guanoluisa Amaya, Sintia Yajaira; Reyes Vallejo, Elvia Marlene
Mathematics education faces critical challenges regarding the learning of algebra, with international assessments revealing serious deficiencies in logical-mathematical reasoning. Specifically, at the "Jean Piaget" Educational Unit, a persistent issue was identified among tenth-grade students, who exhibited procedural errors, low motivation, and difficulties in solving first-degree equations. In response, gamification was adopted as the primary theoretical framework, utilizing game mechanics and principles to transform learning into an interactive and meaningful experience. The research aimed to determine the impact of gamification as a teaching strategy on improving the ability to solve first-degree equations at the institution during the 2025–2026 academic year. The methodology employed a positivist paradigm and a quantitative approach, utilizing an applied, preexperimental design with pre-test and post-test assessments administered to a sample of 19 students. An educational assessment with adequate internal consistency (α = 0.716) was conducted across four instructional sequences supported by the digital tools Wordwall and Genially. Results showed an increase in the mean score from 7.04 to 9.34 points and a notable reduction in variance from 3.86 to 0.59. The Wilcoxon test confirmed a statistically significant improvement (p < 0.001) with a large effect size (r = 0.81). Consequently, gamification significantly strengthens algebraic skills by fostering active participation and a progressive understanding of the material; it achieves more consistent learning outcomes and successfully meets the research objective by mitigating initial procedural deficiencies
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Relación de la salud edáfica del suelo evaluada mediante cromatografía y la sostenibilidad de los sistemas lechero familiar en el cantón Latacunga
(Universidad Técnica de Cotopaxi (UTC) Ciencias Agropecuarias y Recursos Naturales. Agropecuaria, 2026-11-12) Camacho Changoluisa, Eivy Margarita; Molina Cuasapaz, Edie Gabriel
The purpose of this research was to determine the relationship between soil health, assessed through Pfeiffer circular chromatography, and the sustainability of family dairy production systems in the canton of Latacunga, Cotopaxi Province, considering the importance of conserving soil resources for food security and the rural economy of the region. The objectives of the study were to characterize the soil health of pastures, correlate it with the available forage biomass, and relate it to indicators of the economic sustainability of dairy farms. The theoretical framework was based on the concepts of soil health and fertility, physical, chemical, and biological indicators of soil quality, and the principles of Pfeiffer chromatography as a qualitative diagnostic tool.
Methodologically, the research followed a quantitative, non-experimental, and cross-sectional approach, using census sampling that included 21 producers and 46 pastures located in the parishes of Mulaló, José Guango Bajo, and Aláquez. Soil health was evaluated using paper chromatography, forage biomass was assessed through quadrat cutting and weighing, and milk production was measured using monthly production records. The data were analyzed using nonparametric statistical tests in the R software program.
The results showed that most pastures exhibited degraded or poor soil conditions and that there was a positive and significant relationship between soil health and forage dry matter production. However, based on the available evidence, no statistically significant relationship was established between soil health and milk productivity per hectare. It is recommended to promote management practices that support soil recovery, conduct differentiated monitoring of farms with greater internal variability, and increase the sample size in future research to confirm the relationship between soil health and the economic sustainability of family dairy production systems.